Primary and Elementary School Students%252339%253B Profiles of Scientist Images

It is thought that students%252339%253B images of scientists based on the expectation that they work like scientists are directly or indirectly affected by various features in the learning process. Affective characteristics such as motivation and interest in science teaching process are some of them. While positive views may contribute to the increase in the desire to learn science and science and the development of science in the following period, negative views may create resistance to science and science learning with the opposite effect. Based on this, the aim of this study was to determine the scientist images of primary school 3rd grade and middle school 6th grade students and to determine whether there are differences between these groups in terms of drawings. Accordingly, 28 3rd grade students from a primary school in the South Marmara region and 28 6th grade students from a middle school were used as the sample. These students were instructed quot%253BCan you draw a scientist at work%253Fquot%253B and they were expected to complete the picture without any intervention. In addition, 12 students were asked open-ended questions on a form about the scientist%252339%253Bs field of study, appearance and what he%252Fshe was dealing with. The data obtained from the drawings were analyzed through DAST- m, while the data obtained through the form were analyzed in the computer environment. As a result of the study, it was found that students in both groups had traditional profile drawings. Accordingly, it was found that traditional images were defined as a man dealing with chemical materials and the sky, alone, working indoors, experimenting or working around a desk. In this framework, various suggestions were made

A Qualitative Study on University Students Seismic Awareness Maps%253A The Case of ÇOMÜ

This research aims to assess the earthquake awareness of university students in Çanakkale. The study was carried out within the scope of qualitative research design and was conducted with a study group consisting of 35 university students selected by purposeful sampling method. Data were collected through a semi-structured interview form and analyzed using the descriptive analysis method. The findings show that the most important issue against earthquake risk in Turkey is building inspection and reinforcement. In the case of Çanakkale, critical expectations such as accelerating the urban transformation process and re-evaluation of settlement plans have emerged. In addition, post-earthquake behavior and safety in student accommodation and dormitories came to the fore among university students primary opinions regarding the earthquake. 82.86%25 of the participants think that the general level of awareness against natural disasters in Turkey is insufficient. At the same time, 37.14%25 stated that the societys earthquake preparation was inadequate after the February 6 Kahramanmaraş earthquakes. It has been emphasized that in countries with high earthquake awareness, such as Japan, the most important strategic element is learning from the past by confronting disasters. In line with these results, it was suggested that practical training regarding earthquakes should be increased and earthquake drills should be carried out in a more realistic manner. In addition, reconsideration of environmental plans according to the current risk situation is among the recommendations

Perspectives of Classroom Teacher Candidates on the Contribution of Art Readings to Intellectual Identity Development in Children%253A A Case Study

This study draws attention to the use of quot%253BPainting Readingsquot%253B in the education of young children through art and emphasizes its importance in acquiring intellectual identity. Intellectual identity refers to an individual%252339%253Bs sense of self in relation to intellectual pursuits such as knowledge acquisition, critical thinking, and creative expression. It is shaped by the experiences and influences a person has throughout their life, including early childhood. Overall, painting readings can provide a rich and engaging learning experience for young children, while creating potential for deepening visual memory and acquiring intellectual identity. By establishing connections between different works of art, it can help them develop critical thinking skills, become more creative and expressive individuals, contribute to their multi-cultural development, and help them develop the desire to learn more. In terms of identity acquisition, the child%252339%253Bs developmental primary education period is of decisive importance. At this point, teachers are the people who can influence this process. Therefore, the perspectives of classroom teacher candidates on this issue are important. The purpose of this study is to determine the perspectives of prospective primary school teachers regarding the importance of Painting Readings in terms of visual art education. Case study design, one of the qualitative research methods, was applied in the study. The data of the research was collected through a survey applied to 26 Classroom Teacher candidates taking the 4th Grade Visual Arts Course. The data was analyzed using content analysis, one of the qualitative data analysis methods. An attempt was made to answer the following questions with the data received from pre-service teacher%253A What are the perspectives of classroom teacher candidates regarding the use of picture readings%253F What kind of learning experience do painting readings provide to the child in acquiring an intellectual identity through art education%253F How does painting reading contribute to children%252339%253Bs intellectual identity acquisition%253F In the study, prospective teachers saw Picture Reading activities as an important resource in teaching visual arts and emphasized that they should be used as an effective method in the education of children

Cyberbullying in Different School Types%253A Examining Severity, Frequency and Coping Capacities Based on Teachers%252339%253B Views

The aim of the research is to examine the experiences and opinions of teachers in different school types in Northern Cyprus regarding cyberbullying, and to reveal the relationships between the severity, frequency, training and awareness levels of cyberbullying, and their professional and technological competencies in combating it. In line with this purpose, a case study was used as the method since it was aimed to examine teachers%252339%253B opinions on cyberbullying in a specific context, especially in different school types. The study group of this study consists of 21 teachers working in Northern Cyprus in the fall semester of 2023-2024. However, in order to conduct an in-depth examination in the analysis process, only the opinions of four teachers (Teachers T1, T8, T19 and T20) were taken into consideration. These teachers were determined using the purposive sampling method and were selected according to certain criteria in order to focus on the in-depth analysis of the research on cyberbullying. The data was collected using a semi-structured interview form. The interview questions were structured to address different dimensions of the concept of cyberbullying. Content analysis and thematic analysis methods were used to analyze the obtained data. This study revealed that the severity and frequency of cyberbullying vary by school type, and teachers awareness and intervention capacity vary by school type. While the impact of training in private colleges is high, in other school types, lack of training increases the frequency of cases. It is recommended that training be applied and technology-focused, intervention protocols be standardized, and mentoring programs be established. Future studies should examine the effectiveness of training programs and strategies specific to school types in more detail

Examination of Media Literacy and Disinformation Perceptions, Along with Media Usage Habits of Workshop Teachers Working in Vocatıonal High Schools

The purpose of this research is to determine the quot%253Bmedia literacy and disinformation perceptions and media usage habitsquot%253B of workshop teachers working in vocational high schools. The study group consisted of nine teachers working at Cebeci Vocational and Technical Anatolian High School within the borders of Mamak district of Ankara province during the 2023-2024 academic year. Semi-structured interview technique was used as the data collection method. A quot%253BSemi-Structured Teacher Interview Formquot%253B consisting of nine questions was prepared as the data collection tool, and the data were obtained through face-to-face interviews. The data were collected by offering suitable options to the teachers and conducting interviews with various practices as desired by themselves. As a result of the research, it was observed that the media literacy and disinformation knowledge levels of workshop teachers working in vocational high schools are sufficient. It was determined that media usage habits vary according to different preferences and interests. They now use old media tools very little or not at all. It was seen that they have the necessary knowledge about new media tools. Internet and phone usage rates are high. However, it was observed that they behave skeptically towards information coming from media and the internet and confirm it with different sources. They think that a good media literate should be investigative, questioning, and critical. None of them think that the media is unbiased and reliable. They also express that it contains dirty information, is violent, exaggerated, and culturally corrupting. The teachers argued that in order to be role models for their students, to guide their students correctly, and to be more beneficial academically to their students, teachers also need to be good media literates. All the teachers participating in the research stated that being a media literate is necessary in today%252339%253Bs world

How do Faculty Members Experience and Perceive Curricula Changes in Teacher Education%253F

The current study aimed to reveal faculty members perceptions on curriculum change in pre-service teacher education and the factors influencing their perceptions. From 13 different departments and 13 different Faculties of Education representing the seven geographical regions of Türkiye, 41 faculty members participated in the study. A semi-structured interview protocol was developed subsequent to expert opinion and piloting procedures, and utilized as the data collection tool. The interviews were transcribed verbatim and subjected to content analysis via MAXQDA 2022. The findings indicated the faculty members tended to demonstrate double-edged professional stance by either resisting or embracing curricula changes. The factors behind these differentiating perceptions emerged in the data as the characteristics including need, quality, clarity and complexity of curricula changes%253B contextual factors as physical infrastructure, human resources, and leadership at faculties%253B and external factors pointing out the Higher Education Council [HEC]s approach to curricula changes and delegation of authority, which has been a recent decision assigning all the curricular work of pre-service teacher education programs to Faculties of Education in Türkiye. Therefore, these findings are believed to shed light on smoother curriculum change processes in teacher education along with the faculty members insights and critical reflections on their lived experiences

Examining the Relationship between Substance Use and Test Anxiety among Students in a Public University in Nigeria

Substance use and test anxiety are two phenomena critical to the academic achievement and well-being of university students, however, few studies exist examining the relationship between both. Extant literature suggests that students use substances to cope with test anxiety but reciprocal causality also suggests substance use may also result in test anxiety. Consequently, this study examined the effect of substance use on test anxiety among university students. Two hundred and eighty-six undergraduate students participated in the study. The inclusion criterion was having an upcoming test in at least two weeks. The Drug Abuse Screening Test (DAST-10) and Westside Test Anxiety Scale were used to obtain data on students substance use and test anxiety. Results showed a positive association between substance use and test anxiety. Also, no gender difference was found in substance use and test anxiety. Recommendations offered include interventions aimed at reducing test anxiety, skills training to enhance coping and academic self-efficacy and the inclusion of the latter in future studies examining the relationship between the studys variables

Targeting Motivation for Primary School Teachers in Saudi Arabia

The aim of the research is to examine the views of teachers working in primary schools in Saudi Arabia (Jeddah) on motivation strategies used in their work environments by their administrators. Phenomenology design, one of the qualitative research methods, was used for the research carried out. Purposeful sampling was used in this study. The data were obtained as a result of face to face interviews with 25 teachers. Content analysis and descriptive analysis were used to analyze the data in the study.On examining the teacher views on the strategies used by their administrators to increase teacher motivation, it was seen that that the opinions could be handled within the scope of Maslow%252339%253Bs hierarchy of needs. For teacher views on how they are affected by the strategies implemented for motivation, it was seen that there were answers related to both motivation and suprizingly lack of motivation. While answers on effective strategies pointed out productivity, answers on ineffective strategies emphasized loss of motivation and burn out. On evaluating the views on teachers expectations and needs to be motivated in the context of more productive work, it was found that there were answers related to professional expectations and needs, and personal expectations and needs. Professional expectations and needs sub-title had three codes which were team spirit, professional development and adequate resources. Personal expectations and needs sub-theme had two codes which were private time and appreciation. Private time code indicated considering family aspects. The results indicated a set of criteria that should be available when designing and applying teacher incentives. Based on the results obtained from the research, it can be suggested that the administrators can use effective communication strategies and receive in-service training to improve themselves

Innovative Instructional Tools in Vocabulary and Grammar Teaching

Rise of technological tools and the COVID-19 pandemic, technology has become an important part of daily life, including teaching and learning activities. The use of innovative tools in teaching grammar and vocabulary has been a controversial issue for a long time. The urgent need for such instructional tools has made it a significant part of language learning classes. Regarding these needs, the study focused on innovative instructional grammar and vocabulary teaching tools in English language teaching settings. The study%252339%253Bs main purpose was to investigate the differences between the setting where innovative instructional tools for grammar and vocabulary teaching were used and the setting in which only traditional methodologies were used to teach grammar and vocabulary. The study took place in a public university in Türkiye and 76 major beginner-level students participated in the study. The study was a quantitative study which has a pre-test and post-test design and a comparison of control and experimental groups. Results suggested a significant difference in vocabulary and grammar achievement between two groups

A Study on Teachers%252339%253B Perceptions of Curriculum Changes

This study aims to examine teachers%252339%253B perceptions of curriculum change in terms of various variables. The sample of the study consists of 349 teachers working in a city in Turkey in the fall semester of the 2022-2023 academic year. The convenience sampling method was used in the study sample. The Curriculum Changes Perception Scale was used in the study. In the analysis of the data, arithmetic means, standard deviation, independent t-test, one-way analysis of variance were used. According to the results of the study, the resistance levels of the teachers to the curriculum are high. According to the opinions of the teachers, the changes made in the curriculum are not reflected in the learning-teaching process efficiently. Teachers%252339%253B perceptions of curriculum change do not differ significantly according to gender and professional seniority variables. Teachers%252339%253B perceptions of changes in the curriculum differ significantly according to the location of the school where they work. Accordingly, it was determined that teachers working in rural areas showed more resistance to the changes in the curriculum. Teachers%252339%253B perceptions of curriculum change differ significantly according to the type of school they work in. Accordingly, it was determined that teachers working in primary and secondary schools showed more resistance to the changes in the curriculum. Various suggestions have been presented in the context of the results of this study